Republic of the Philippines

SURIGAO DEL NORTE STATE UNIVERSITY

“For Nation’s Greater Heights”
Narciso Street, Surigao City 8400, Philippines

LEARNING MODULE
in
EDUC 11- TEACHING INTERNSHIP

2nd Sem, AY 2023-2024

Prepared by:

EDUC 11 Faculty

Educ 11- Teaching Intersnhip 1

TITLE 1. TEACHING INTERNSHIP
TOPIC 1.1: Practice Teaching

TIME FRAME: 9 hrs

INTRODUCTION:
Practice Teaching/Teaching Internship deals with the theory and practice through
total immersion in actual classroom teaching in cooperating schools. In this activity students
are expected to apply all the theories learned in the content and theory courses into actual
teaching, master the competencies needed as stipulated in the Philippine Professional
Standards for Teachers (PPST), and demonstrate and practice the professional and ethical
requirements of the teaching profession.
Why is there a need for students to undergo Teaching Internship? Are the
professional subjects in education during their stay in the tertiary level not enough to prepare
them for the future teaching job? The point is, in application of the learned theories, principles
and concepts in teaching and learning, the students should be immersed to actual, real and
true-to-life classroom and school experiences before they graduate from college.
Moreover, future teachers should also know, understand and apply the existing laws
and regulations in the teaching profession in the practice of their teaching job. These laws
and regulations are stipulated in RA 4670- Magna Carta for Public School Teachers,
Resolution 435, 1997- Code of Ethics for Professional Teachers, DepEd Order No. 14,
s.2015- Hiring Guidelines for Teacher 1 positions Effective SY 2015-2016, and DepEd Order
No. 42. S.2017- National Adoption and Implementation of the Philippine Professional
Standards for Teachers.

INTENDED LEARNING OUTCOMES/ OBJECTIVES:

In the course of the discussion, students are expected to:

 define teaching internship;

 analyze the relevance of the different phases of internship; and
 demonstrate awareness on the existing laws and regulations applicable to the teaching
profession and the responsibilities specified in the Code of Ethics for Professional
Teachers and in other standards.


PRETEST:
Essay: Briefly answer the following essential questions: (5 pts each: 3-content; 2- organization)

1. Why is Teaching Internship important for you, education student?

Educ 11- Teaching Intersnhip 2

 2. Are the phases of Teaching Internship necessary? Why
3. If the laws and regulations are not followed, what do you think would be the
consequence on the teacher and the school? Why?

LEARNING ACTIVITIES :
Activity 1: Read-Me-Now
TEACHING INTERNSHIP/ PRACTICE TEACHING

Teaching Internship plays a vital role to your success as an

aspiring professional teacher. It gives you the opportunities to apply
what you have learned in actual classroom practice. It provides you
roles and functions to perform effectively in various settings; it
empowers you to perform your roles in your respective level, subject
area and discipline as well as to prepare you for personal and
professional advancement. It gives you the chance to work under a
second teacher who shall serve as your mentor; and it allows you to
interact with professionals which shall give you more insights in the
field of teaching (Lim-Borabo,2018).
Practice Teaching is an important component towards becoming a teacher. It
provides experiences to student-teachers in the actual teaching and learning environment.
During teaching practice, a student-teacher is given the opportunity to try the art of teaching
before actually getting into the real world of the teaching profession. Student-teachers also
know the value of teaching practice and they perceive it as the important aspect of their
preparation for the teaching profession since it provides for the real interface between
studenthood and membership of the profession (Rakesh Ranjan, 2013, as cited by
files.eric.ed.gov/fulltext/ EJ1103037.pdf).

Activity 2: Complete the Structured Frame (10 pts: Content- 7, organization-3)

As an aspiring professional teacher, I need to undergo teaching internship

because ______________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Educ 11- Teaching Intersnhip 3

THE 4 PHASES OF INTERNSHIP

Phase 1- Orientation Sessions: With practicum supervisor, cooperating teacher and

principal

 In this phase, the orientations deal with identifying expectations of the school and that
of the cooperating school. The practicum supervisor, cooperating teacher or principal
introduce to the practice teachers the school rules and policies, facilities and
resources, school forms, school personnel and other matters related to school
operations.

Phase 2- Observation and Building Relationships: Observation of classes, Building

relationship with cooperating teacher, learners and other teaching support staff.

 This phase includes meeting with the cooperating teachers and learners, identifying
expectations of the cooperating teacher, observing how the learners interact with the
teachers, and establishing good relationship with the cooperating teachers, students
and other support staff in school. In this phase, the practice teacher extend
assistance in the day’s activities.

Phase 3- On Site Tasks: Writing Learning/Lesson Plans, Creating instructional materials,

Constructing assessment tools, Participating in school activities/programs, Doing
daily teaching tasks

 In this phase, practice teachers are made to do activities such as observing classes,
writing lesson plans or daily lesson logs, preparing instructional materials for
classroom instruction, preparing assessment tools/ tests/ examinations, helping
cooperating teachers in their classes, substituting classes with CT’s supervision and
mentoring, designing instructional/bulletin boards; joining in school curricular or non-
curricular activities, and any other daily routinary tasks. Here, practice teachers work
well with the cooperating teachers.

Phase 4- Final Demonstration and Accomplishing Exit Forms: Executing final

demonstration lesson and accomplishing evaluation forms and exit clearance

 This final phase aims at engaging practice teachers in classroom demonstration and
in doing tasks related to conclusion of internship. Practice teachers prepare lesosn
plans/ daily lesson log for specific or grand classroom demonstration, which is
considered to be the culminating activity on classroom teaching. Evaluation of the
exposure/ immersion is also done here. Documents and forms are finalized; Teaching
Portfolios are organized and submitted to the PT coordinators for recording/grading
purposes.

Activity 3: Of the 4 phases of internship, which do you think is the most difficult and how
are you going to deal with it? (10 pts)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Educ 11- Teaching Intersnhip 4

TOPIC 1.2: Laws and Regulations in the Teaching Profession
The LAWS AND REGULATIONS IN THE TEACHING PROFESSION

Activity 4: Read the existing laws in the Teaching Profession. Excerpts are provided as
preliminary information. If you can connect to the internet, please read the full
texts.

3.1 Resolution 435, 1997 Code of Ethics for Professional Teachers

http://teachercodes.iiep.unesco.org/teachercodes/codes/Asia/Philippines.pdf

Excerpts from Resolution 435:

PREAMBLE: Teachers are duly licensed professionals who possesses dignity and
reputation with high moral values as well as technical and professional competence in the
practice of their noble profession, they strictly adhere to, observe, and practice this set of
ethical and moral principles, standards, and values

The Code of Ethics for Professional Teachers serves as guide for teachers specifically
to new teachers for them to exhibit proper behavior to the learning community at all times.
It is imperative that teachers observe and practice this set of ethical and moral principles,
standards, and values. (https://depedtambayan.net/the-code-of-ethics-for-professional-teachers/

1.2 Republic Act 10627 Anti-bullying Act of 2013

https://depedtambayan.net/republic-act-no-10627/

Excerpts from RA 10627:

SEC. 2. Acts of Bullying. For purposes of this Act, “bullying” shall refer to any severe
or repeated use by one or more students of a written, verbal or electronic expression, or
a physical act or gesture, or any combination thereof, directed at another student that
has the effect of actually causing or placing the latter in reasonable fear of physical or
emotional harm or damage to his property; creating a hostile environment at school for
the other student; infringing on the rights of the other student at school; or materially and
substantially disrupting the education process or the orderly operation of a school; such
as, but not limited to, the following:

a. Any unwanted physical contact between the bully and the victim like punching,
pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks, teasing,
fighting and the use of available objects as weapons;

b. Any act that causes damage to a victim’s psyche and/or emotional well-being;

Educ 11- Teaching Intersnhip 5

 c. Any slanderous statement or accusation that causes the victim undue emotional
distress like directing foul language or profanity at the target, name-calling, tormenting
and commenting negatively on victim’s looks, clothes and body; and

d. Cyber-bullying or any bullying done through the use of technology or any

electronic means.

(Read more of these from the website above.)

1.3 Republic Act 7877 Anti-Sexual Harassment Act of 1995

https://www.officialgazette.gov.ph/1995/02/14/republic-act-no-7877/
Excerpts from RA 7877:
SEC. 3. Work, Education or Training-related Sexual Harassment Defined. – Work,
education or training-related sexual harassment is committed by an employer, employee,
manager, supervisor, agent of the employer, teacher, instructor, professor, coach,
trainor, or any other person who, having authority, influence or moral ascendancy over
another in a work or training or education environment, demands, requests or otherwise
requires any sexual favor from the other, regardless of whether the demand, request or
requirement for submission is accepted by the object of said Act.
(Read more of these from the website above.)

1.4 Republic Act 4670 The Magna Carta for Public School Teacher
https://depedclub.com/the-magna-carta-for-public-school-teachers/

Excerpts from RA 4670:

Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote
and improve the social and economic status of public school teachers, their living and
working conditions, their terms of employment and career prospects in order that they
may compare favorably with existing opportunities in other walks of life, attract and retain
in the teaching profession more people with the proper qualifications, it being recognized
that advance in education depends on the qualifications and ability of the teaching staff
and that education is an essential factor in the economic growth of the nation as a
productive investment of vital importance.

(Read more of these from the website above.)

1.5 DepEd 40 s.2012 Child protection Policy

https://depedtambayan.net/deped-child-protection-policy/
Excerpts from DepEd 40 s 2012:

Section 2. – Statement of Policy. Pursuant to the 1987 Constitution, the State shall defend
the right of children to assistance, including proper care and nutrition, and special

Educ 11- Teaching Intersnhip 6

 protection from all forms of neglect, abuse, cruelty, exploitation and other conditions
prejudicial to their development (Article XV, Section 3 [2]).

(Read more of these from the website above.)

Activity 4: Write your insights on the following laws in the teaching profession on the space
provided. (5 points each)

Laws and Regulations in the Teaching Insights

Profession (How will you apply this in your profession?)

Resolution 435, 1997 Code of Ethics for

Professional teachers

Republic Act 10627 Anti-bullying Act of 2013

Republic Act 7877 Anti-Sexual Harassment

Act of 1995

Republic Act 4670 The Magna Carta for

Public School Teacher

DepEd 40 s.2012 Child protection Policy

Educ 11- Teaching Intersnhip 7

REVIEW OF CONCEPTS:
1. Teaching Internship plays a vital role to your success as a professional teacher. It gives
you the opportunities to apply what you have learned in actual classroom practice. It
provides you roles and functions to perform effectively in various settings; it empowers you
to perform your roles in your respective level, subject area and discipline as well as to
prepare you for personal and professional advancement. It gives you the chance to work
under a second teacher who shall serve as your mentor; and it allows you to interact with
professionals which shall give you more insights in the field of teaching.

2. Phases of Internship:

Phase 1- Orientation Sessions: With practicum supervisor, cooperating teacher

and principal
Phase 2- Observation and Building Relationships: Observation of classes,
Building relationship with cooperating teacher, learners and other
teaching support staff.
Phase 3- On Site Tasks: Writing Learning/Lesson Plans, Creating instructional
materials, Constructing assessment tools, Participating in school
activities/programs, Doing daily teaching tasks
Phase 4- Final Demonstration and Accomplishing Exit Forms: Executing final
demonstration lesson and accomplishing evaluation forms and exit
clearance
3. The existing Laws, Regulations and Policies in the Teaching Profession are guideposts of
teachers in the exercise of their profession. As guideposts, the laws are meant to be
implemented and followed.

SELF-EVALUATION: In 2-3 sentences, answer the following essay questions: (5 pts.each)

1. Because of the pandemic, practice teachers are not allowed to get exposed to the
cooperating schools for their internship. With this situation, how can you make the best
of this PT course to make yourself prepared/ready for the future teaching job?

2. Is Phase 4 feasible? In what way? Give your suggestion.

3. Why should teachers take heed of the existing laws governing them?

POST-TEST:
Write the letter of the correct answer.
1. Why is teaching internship important?
A. It culminates the years of a four-year study.
B. It provides a wide array of teaching experiences in real classroom setting.
C. It gives a student an opportunity to enjoy practicing the teaching profession.
D. It allows them to work with various stakeholders.

Educ 11- Teaching Intersnhip 8

 2. Which ACT strengthens the regulation and supervision of the practice of teaching in the
Philippines?
A. RA 7877 B. RA 7832 C. RA 7836 D. RA 7830
3. Which is issued to protect children in school from abuses, violence, exploitation,
discrimination and other forma of abuse?
A. DepEd Order 30 s.2012 C. DepEd Order 69 s.2013
B. DepEd Order 40 s.2012 D. DepEd order 58 s.2017
4. Which Act shall promote and improve the social and economic status of public school
teachers’ living and working conditions?
A. RA 7836 B. RA 10627 C. RA 7877 D. RA 4670
5. Which law protects the value and dignity of every individual, enhance the development
of human resources, guarantee full respect for human rights, and uphold the dignity of
workers, employees, applicants for employment, students or those undergoing training
instruction or education?
A. RA 7877 B. RA 7836 C. RA 4670 D. RA 10627

CASE STUDY
(https://depedtambayan.net/the-code-of-ethics-for-professional-teachers/)

Study the following cases. Guided by your understanding of the Code of Ethics for
Professional Teachers, identify the article and the provision that can guide the teacher
to come up with his best action. Write your answers on the space provided in each
number.

1. Mr. Antonio B. Baguio received a complaint from the guardian of one of his students
regarding the grade of his daughter in English. Mr. Baguio listened to the complaint of the
guardian with sympathy and referred it to the teacher concerned for clarification.

Article in the Code of Ethics: ____________________________________________

Provision Statement: _____________________________________________
Is Mr. Baguio right in his action? _________________________________________
(Explain based on the provision.)

2. During barangay fiesta, Mr. Ben Y. Maya, a public school teacher, was designated as the
fiesta directorate chairman. Because of his talent, he accepted the task willingly even
without any honorarium. He facilitated the culture-based activities that resulted to a very
organized celebration of their barrio fiesta. Is it alright for Mr. Maya not to receive
payment for the services he rendered during the barrio fiesta?

Article in the Code of Ethics: ____________________________________________

Provision Statement: _____________________________________________
Is Mr. Maya right in his action? _________________________________________
(Explain based on the provision.)

3. Mrs. Jenny San Jose is a new teacher in Malaban National High School. The school is
scheduled to hold its Reading Camp on a Saturday. Relative to this activity, Mrs. Josie
Rivera, the school principal, advised the faculty to attend and help the organizers to
facilitate the event.

Educ 11- Teaching Intersnhip 9

 Mrs. San Jose who is enrolled in a master’s degree program informed the principal that
she could not make it for she needs to attend her Saturday class.

Is it correct not to render service on a Saturday because of her studies?

Article in the Code of Ethics: ____________________________________________

Provision Statement: _____________________________________________
Is Mrs. San Jose right in her action? _____________________________________
(Explain based on the provision.)

4. Mrs. Anna Lee A. Amores does not want her student named Joel to be the highest honor
awardee but she prefers Leonard, another student to get the recognition. In order to
ensure that Leonard will get the highest honor award, she gave Joel low grades in
recitation and in performance tasks. Is it right to give Joel low grades just to make
Leonard the awardee?

Article in the Code of Ethics: ____________________________________________

Provision Statement: _____________________________________________
Is Mrs. Amores right in her action? ______________________________________
(Explain based on the provision.)

5. Mr. Mario B. Reyes has been teaching for the last 15 years. Every time his principal
would ask him to attend training, he would always decline and would ask another teacher
to attend the said training. Is this proper?

Article in the Code of Ethics: ____________________________________________

Provision Statement: _____________________________________________
Is Mr. Reyes right in his action? _________________________________________
(Explain based on the provision.)

REFERENCES:
Borabo, M. (2018). Teaching Internship. (OBE-PPST-Based). Lorimar Publishing, Inc.
Cubao, Quezon City, Philippines.

Code of Ethics for Professsional Teachers

http://teachercodes.iiep.unesco.org/teachercodes/codes/Asia/Philippines.pdf
Republic Act 10627 Anti-bullying Act of 2013 https://depedtambayan.net/republic-act-no-
10627/
Republic Act 7877 Anti-Sexual Harassment Act of 1995
https://www.officialgazette.gov.ph/1995/02/14/republic-act-no-7877/
Republic Act 4670 The Magna Carta for Public School Teacherhttps://depedclub.com/the-
magna-carta-for-public-school-teachers/
DepEd 40 s.2012 Child protection Policy https://depedtambayan.net/deped-child-
protection-policy/

Educ 11- Teaching Intersnhip 10

TITLE 2. THE LEARNERS AND THE CLASSROOM
TOPICS 2.1: Understanding Learners

TIME FRAME: 6 hrs

INTRODUCTION:
Understanding Learners means seeing all the different things that touch their
motivation and aptitude to learn effectively, and then familiarizing everything and the learning
environment to suit both learners’ needs and the general characteristics of a class. Some of
the influences to consider are age, level, culture, language, strengths and weaknesses,
character, interests, motivation, learning styles and preferences, even schemata or previous
knowledge and ability to work self-reliantly.
According to Gorman (2019) when you take steps to understand your class, such as
through observation, discussion and informal chats, you are able to plan lessons that are
more effective by building on the experience, knowledge and interests that the learners bring
to the classroom. You are better able to meet your learners’ emotional needs, and by
recognising and using learners’ interests and talents you help them to develop a positive
attitude towards your subject.
Managing classroom structures, routines and rules are likewise essential in teaching
and learning to allow for more systematized and organized classroom tasks and to ensure
harmony and good relationships between and among teacher and learners in the classroom.

INTENDED LEARNING OUTCOMES/OBJECTIVES:

In the course of the discussion, students are expected to:
1. identify the needs, interest and experiences of learners;
2. demonstrate knowledge and understanding of differentiated teaching to suit learners:
gender, needs, strengths, interests and experiences;
3. identify classroom structure/routines;
4. discuss the importance of good classroom structure/ routine in class; demonstrate
positive and non-violent discipline in the management of learners’ behaviors; and
5. formulate classroom rules.

PRE-TEST:
Answer the following questions. Write the letter of your answer:
1. Which group of students learns best through music, songs and parodies?
a. nature smart B. music smart C. self smart D. word smart

Educ 11- Teaching Intersnhip 11

 2. Which group of learners finds joy in working with others?
a. nature smart B. music smart C. people smart D. self smart
3. Why is it important to formulate classroom rules?
a. to avoid accidents
b. to avoid chaos in the classroom
c. to prevent students from doing unnecessary tasks
d. to ensure harmonious relationships inside the classroom
4. Which is the first line of defense against misbehaviour in class?
a. class schedule b. class program c. classroom rules d. classroom routines
5. Which is the best way to minimize a noisy learner in class?
a. Stop him/her b. ignore him/her
c. request him/her to go to the room d. talk to him/her personally

LEARNING ACTIVITIES:
Activity 1: Read the following theories and concepts:
1. UNDERSTANDING LEARNERS
Diversity of Learners (Borabo, 2018)

Diversity of learners refers to the differences among students most specially in the
way they learn in a variety of settings, through a variety of processes with varied outcomes.
Teachers can facilitate the learning process among diverse learners by first
recognizing and respecting individual differences, then using the knowledge about
students’ differences to design differentiated learning activities to ensure that all students
can attain desired learning goals. (PPST Domain 3)
The Code of Ethics for professional teachers, Article VIII, Sec. 3 dictates that “under
no circumstances shall a teacher be prejudiced nor discriminatory against any learner.”
Learners’ differences stem from many factors: gender, race, ethnicity, or cultural
backgrounds (nationality, province, language, intellectual abilities, religions, sexual
preferences, and socio-economic status, needs, interests, strength and experiences.

 All learners have different ways of thinking, learning and absorbing.

 Students’ self-awareness is enhanced by diversity.
 Students’ diversity contributes to cognitive development. It can also promote
harmony.
 Learners are diverse and subjects must be taught differently to respond to their
needs, interests, strength and experiences.
 Reach every students at his/her level.
 Assist your students to grow and celebrate success.
 All learners are worthy of respect and dignity
Activity 2: Make an info-graphics of diversity of learners (Graphic-visual representations
and information, data, and knowledge.) (15 pts: Content-8; Organization 4; Creativity-3)

Educ 11- Teaching Intersnhip 12

 LEARNERS’ LEARNING STYLES : The VARK MODEL
(https://educationonline.ku.edu/community/4-different-learning-styles-to-know)

Visual Learners

Students who best internalize and synthesize information when it is presented to

them in a graphic depiction of meaningful symbols are described as visual learners. They
may respond to arrows, charts, diagrams and other visualizations of information hierarchy,
but not necessarily to photographs or videos.

Because visual learners tend to be holistic learners who process information best
when it is presented to them as a robust whole rather than piecemeal, they tend to see
positive educational outcomes when they are presented with summarizing charts and
diagrams rather than sequential slides of information.

Auditory Learners

Auditory (or aural) learners are most successful when they are given the opportunity
to hear information presented to them vocally. Because students with this learning style may
sometimes opt not to take notes during class in order to maintain their unbroken auditory
attention, educators can erroneously conclude that they are less engaged than their
classmates. However, these students may simply have decided that note-taking is a
distraction and that their unbroken attention is a more valuable way for them to learn.

Auditory learning is a two-way street: Students who fall into this modality often find
success in group activities where they are asked to discuss course materials vocally with
their classmates, and they may benefit from reading their written work aloud to themselves
to help them think it through.

Reading/Writing Learners

Students who work best in the reading/writing modality demonstrate a strong learning
preference for the written word. This includes both written information presented in class in
the form of handouts and PowerPoint slide presentations as well as the opportunity to
synthesize course content in the completion of written assignments. This modality also lends
itself to conducting research online, as many information-rich sources on the internet are
relatively text-heavy.

Reading/writing-oriented students should be encouraged to take copious notes

during classroom lectures to help them both process information and have an easier time
recalling it later.

Kinesthetic Learners

Kinesthetic learners are hands-on, participatory learners who need to take a

physically active role in the learning process in order to achieve their best educational
outcomes. They are sometimes referred to as “tactile learners,” but this can be a bit of a
misnomer; rather than simply utilizing touch, kinesthetic learners tend to engage all of their
senses equally in the process of learning.

Educ 11- Teaching Intersnhip 13

 Because of their active nature, kinesthetic learners often have the most difficult time
succeeding in conventional classroom settings. Some educators have found success
encouraging kinesthetic learners to utilize flashcards for subjects like math and English to
make rote memorization into an interactive experience. These students also often thrive in
scientific subjects with lab components, as the skills-based, instructional training that occurs
in these settings engages them in productive ways.

Assignment:
Look for 1 learner (elementary of high school) and ask him/her of at least 3 of his/her
preferred learning styles. Let him/her explain why the choices. Submit your output
through the LMS.

2.2 Managing Classroom Structures, Routines, and Rules

CLASSROOM STRUCTURES, ROUTINES AND RULES

A Classroom Structure/Routine is simply a well- rehearsed response to a teacher’s

directive. It is one of the teacher’s primary labor-saving devices.
One way to become an effective teacher is to provide a structure in the classroom. A
very structured learning environment provides many benefits for the teacher and the learners.
As structured classroom translates to a positive, safe and secure classroom. Learners enjoy
learning in a safe, friendly and non-threatening environment.
Tips for Providing Structure in the Classroom:
1. Rules and expectations must be set on the first day.
2. Set high expectations. Explain their importance.
3. Hold students accountable for their actions in all areas of life.
4. Keep your rules simple.
5. Be prepared to adjust. It is essential to understand that every class and every learner
is unique.
6. Be the primary model for your students when it comes to classroom structure.
7. Be prepared and organized for the class each day.
8. Build a good reputation/image. This becomes easier with experience.

Activity 3: Video Watch: Jessieca Bingco – Demo Teaching

Source: https://www.youtube.com/watch?v=LME2fccv3FQ

Instruction: Observe the teacher. Take down some important notes on how she
manages her class. What are her positive and non-violent
disciplinary practices in the management of learning behaviors? Write
your notes in the Observation Log next page.

Educ 11- Teaching Intersnhip 14

 OBSERVATION LOG

How to create classroom rules?

RULES- must be known to everyone. -must be easy to understand
- focus on the positive. - are precise.
- are related to a value. - must be consistently implemented.
- must be definable. - must be enforceable.
- must be expansive. -must be strategically posted in the
classroom.

Educ 11- Teaching Intersnhip 15

 Sample Classroom Routines, Procedures and Rules:

Activity 4: In the generalized Back-To-School Routine and Procedures below, pick

out 5 routines and make specific procedures/rules for such.

Educ 11- Teaching Intersnhip 16

SELF-EVALUATION: Ask yourself the following question. Write your answer in a half
sheet of paper.

How important is having organized and systematic

classroom structure, routine and rules?

REVIEW OF CONCEPTS:
 Diversity of learners refers to the differences among students most specially in the
way they learn in a variety of settings, through a variety of processes with varied
outcomes.
 Visual Learners. Students who best internalize and synthesize information when it is
presented to them in a graphic depiction of meaningful symbols are described as
visual learners. They may respond to arrows, charts, diagrams and other
visualizations of information hierarchy, but not necessarily to photographs or videos.
 Auditory Learners. They are most successful when they are given the opportunity to
hear information presented to them vocally. Because students with this learning style
may sometimes opt not to take notes during class in order to maintain their unbroken
auditory attention, educators can erroneously conclude that they are less engaged
than their classmates. However, these students may simply have decided that note-
taking is a distraction and that their unbroken attention is a more valuable way for
them to learn.

 Reading/Writing Learners. Students who work best in the reading/writing modality

demonstrate a strong learning preference for the written word. This includes both
written information presented in class in the form of handouts and PowerPoint slide
presentations as well as the opportunity to synthesize course content in the
completion of written assignments. This modality also lends itself to conducting
research online, as many information-rich sources on the internet are relatively text-
heavy.
 Kinesthetic Learners. They are hands-on, participatory learners who need to take a
physically active role in the learning process in order to achieve their best educational
outcomes. They are sometimes referred to as “tactile learners,” but this can be a bit
of a misnomer; rather than simply utilizing touch, kinesthetic learners tend to engage
all of their senses equally in the process of learning.
 A Classroom Routine is simply a well- rehearsed response to a teacher’s directive.
It is one of the teacher’s primary labor-saving devices.


POST-TEST
A. Multiple Choice: Answer the following questions. Write the letter of your answer.
1. These things can be routinized, except:
A. passing of papers/books B. checking of attendance
C. going in and out of the classroom D. designing the bulletin boards
2. Which id the best way to minimize a noisy learner in class?
A. punish him/her C. bring him/her to the guidance office
B. give him/her food D. communicate with him/her

Educ 11- Teaching Intersnhip 17

 3. Which is the best way to know why a learner is always absent?
A. look at his/her facebook account C. call the parent/guardian
B. write a letter to the parent D. report to the counsellor
4. Which is the best time to formulate classroom rules?
A. as the need arises C. at the end of the year
B. at the start of the year D. at the beginning of every class
5. What learning style is best manifested by learners who love to chat, send messages and
analyse written texts?
A. Visual B. Auditory C. Reading/writing D. Kinesthetic
6. Why should learners follow classroom rules?
A. because they are mandated B. because rules are rules
C. to establish harmony in class D. because some learners are naughty
7. Which of the following learners portrays a kinesthetic learning style?
A. Mariah likes watching movies and video clips.
B. Paul prefers writing his answer and thoughts on his notebook.
C. Daliah loves performing action songs and singing games.
D. Peter favors listening to reports and presentations.

B. Essay: How do you manage a class of 35 with 10 Mamanua learners and 3 foreigners?
(7 pts: Content= 5, Organization= 2)

REFERENCES
Bingco, J (2019). Teaching Demo. Retrieved from
https://www.youtube.com/watch?v=LME2fccv3FQ

Borabo, M. (2018). Teaching Internship. (OBE-PPST-Based). Lorimar Publishing, Inc.

Cubao, Quezon City, Philippines.

Gorman, M (2019. Understanding Learners. Retrieved from

https://www.teachingenglish.org.uk/sites/teacheng/files/J105_03_Understanding_learners_FINAL_0_0.pdf

VARK Model. Retrieved from https://educationonline.ku.edu/community/4-different-learning-styles-to-know

Educ 11- Teaching Intersnhip 18

TITLE 3. PLANNING FOR INSTRUCTION
TOPIC 3.1: Lesson Planning

TIME FRAME: 13 hrs.

INTRODUCTION:
Lesson Plans are indispensable guides in the daily classroom contacts and
communications between teacher and students. They are written by the teachers
themselves as they are mandated. Teachers with less than 3 years of teaching experience
are required to make detailed lesson plans (based on DepED Order No. 70 s.2012).
There are important considerations in preparing a developmentally sequenced
teaching and learning. One of the most important thing to consider is the alignment of the
learning outcomes with the competencies to meet the curriculum requirements.
To be able to make a good Learning Plan, teachers need to have good understanding
on how learning outcomes or objectives are crafted following the 3 domains of learning and
putting in mind the SMART principle. Knowledge, understanding and skills in formulating
these objectives will lead to a more refined and well-prepared lessons for the learners in
class.

INTENDED LEARNING OUTCOMES/OBJECTIVES:

In the course of the lesson, students are expected to:
1. identify learning outcomes that are aligned with the competencies stipulated in the
curriculum;
2. formulate intended learning outcomes following the 3 domains of learning; and
3. prepare developmentally sequenced lesson plan in line with the areas of specialization.

PRE-TEST : Essay: Answer the following questions:

1. How are learning outcomes articulated?

2. What would happen if a teacher does not

have a lesson plan?

Educ 11- Teaching Intersnhip 19

LEARNING ACTIVITIES:

Activity 1: Read the following concepts on Learning Outcomes/ Objectives and

Lesson Planning.

Learning Outcome/Objectives
Learning Outcomes or Objectives are the desired outcomes or the focus of the lesson.
It is through well-defined learning outcomes that a particular class attains what it intends to
learn.

In writing objectives or intended learning outcomes (ILO), it is always

recommended that more of the higher order thinking skills (hots) should be developed,
and less of the low level thinking skills (LOTS).

The 3 Learning Domains

1. The Cognitive Domain involves knowledge and the development of intellectual skills
(Bloom, 1956). This includes the recall or recognition of specific facts, procedural
patterns, and concepts that serve in the development of intellectual abilities and skills.
There are six major categories of cognitive and processes, starting from the simplest to
the most complex: (http://www.nwlink.com/~donclark/hrd/bloom.html)

Educ 11- Teaching Intersnhip 20

 The original version is stated as NOUNS, while the revised version is stated as
VERBS- which implies more active form of thinking. The following verbs are
used in the formulation of ILOs/objectives:

2. Affective Domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we
deal with things emotionally, such as feelings, values, appreciation,
enthusiasms, motivations, and attitudes. The five major categories are listed from the
simplest behavior to the most complex:

3. Psychomotor Domain (Simpson, 1972) includes physical movement, coordination, and

use of the motor-skill areas. Development of these skills requires practice and is
measured in terms of speed, precision, distance, procedures, or techniques in execution.

Educ 11- Teaching Intersnhip 21

 Thus, psychomotor skills rage from manual tasks, such as digging a ditch or washing a
car, to more complex tasks, such as operating a complex piece of machinery or dancing.
The seven major categories are listed from the simplest behavior to the most complex:

Learning Outcomes or objectives should be formulated using the SMART principle.

Thus, check for the alignment of your learning outcomes or objectives and ask if they are:

• Specific
• Measurable
• Attainable
• Result-Oriented/Realistic/Relevant
• Time Bound

Educ 11- Teaching Intersnhip 22

 Lesson Planning
Lesson Plan/ Learning Plan (Borabo, 2018) is the blue print of the daily activities in the
teaching-learning process. It guides the teacher on the instructional activities he/she will
implement in class. This is an important component in the instructional process. This will
make teachers become systematic and organized and on track/ on task while teaching, and
aid him/her to teach MORE, DO MORE and help attain the outcomes set for the day. This
will help teachers in planning differentiated activities to cater to diverse types of learners.
A lesson plan gives a sense of direction in relation to the curriculum map and teaching
guides prepared for the subject. It serves as practical and useful basis for future plans, and
gives the teacher more confidence in carrying out the daily tasks.

DepED Order No. 70 s.2012

Teachers of all public elementary and secondary schools will not be required to
prepare detailed lesson plans. They may adopt the daily lesson logs which contain the
lesson from the DepEd Teacher Guide (TG) and Teacher Manual (TM) with page number,
intervention given to the students and remarks to indicate how many students have mastered
the lesson or are needing remediation. However, teachers with less than 2 years of teaching
experience shall be required to prepare Daily Lesson Plans which shall include the following:

Parts of the Daily Lesson Plan (DLP DepEd 42 s.2016)

I- Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies
II- Content
III- Learning Resources
IV- Procedures:
A. Before the lesson – Opening of the lesson
 Conduct review of the previous lesson
 Clarify concepts of the previous lessons
 Introduce the connection between the new and past lesson
 State the new lesson objectives
 Check background knowledge of learners
- connect lesson to what is already known
- get learners’ interest in the new lesson, to start up and warm up
activities
- provides the learners opportunity to ask questions about the lesson
B. The lesson Proper- Middle or Main part of the lesson
- explain, model demonstrate and illustrate concepts, ideas, skills and
processes for learners to internalize the lesson
- convey new information to the learners
- provide feedback

Educ 11- Teaching Intersnhip 23

 - regularly check for learners’ understanding
C. After the Lesson – Closing or end of the lesson
- Do wrap-up activities
- Provide summary of the lesson or ask students to summarize the key
concepts and activities
- Reinforce what the teacher has taught and what the learners have
completed
- Note: Assessment Methods are integrated in the DLP to regularly
check the understanding of the lesson (Formative assessment to be
done before, during or after the lesson)
V- Assignment (Optional) – It should be related to the lesson. It should allow learners
to master what was learned. (Read DepEd Order 329.2010)
VI- Remarks - This is to document specific instances that result in the continuation of
the lesson in case of re-teaching, insufficient time, transfer of lesson to
the following das as result of class suspension.
VII- Reflection - (to be filled-out after the lesson)
- to write parts of the lesson that went well or the parts that were weak.
- to share thoughts and feelings about the lesson that were
successfully implemented, need improvement and could be adjusted
in the future
- to talk also to the learners who did not do well or those who need help

The Daily Lesson Log (DLL)

The Daily Lesson Log is a template teachers use to log parts of their daily lesson. Teachers
who have been in the service for at least 1 year , handling learning areas with available
LMS and TGs provided by the DepEd shall not be required to write the DLP, instead they
shall be required to fill-out a weekly Daily Lesson Log (DLL).

Activity 2: Request a sample lesson plan or a Daily Learning Plan from a teacher-
friend assigned in the area where you live. Study each part carefully. Cut,
paste and label the parts (in bond papers).

Say something about the following:

1. Is the Learning Plan developmentally sequenced? Explain.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. Write your insights on the DLP.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Educ 11- Teaching Intersnhip 24

 3. What is the impact of this DLP to me as a future teacher?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Performance Task for the Midterm

Make your Daily Learning Plan (DLP) outline using the given template/parts below.
Prepare a developmentally sequenced learning Plan with learning outcomes aligned with
the learning competencies, and following the 3 domains of learning and using the SMART
principle.

Lesson Plan Template

Subject Area
Topic/Learning Content
Learning Competencies
What to attain or realize?
Learning Outcomes

Content Standards
Performance Standards
Learning Resources What to use?

Procedures What to do?

Before the Lesson

Lesson Proper

After the Lesson

SELF-EVALUATION: Answer the following question: (1/2 sheet of paper)

1. What do you learn about 3 Learning Domains and SMART in the

formulation of learning Outcomes/Objectives?

2. What are the important considerations in preparing a sequenced

teaching-learning plan?

REVIEW OF CONCEPTS:

 Learning Outcomes or Objectives are the desired outcomes or the focus of the
lesson. In writing objectives or intended learning outcomes (ILO), it is always

Educ 11- Teaching Intersnhip 25

 recommended that more of the higher order thinking skills (hots) should be
developed, and less of the low level thinking skills (LOTS). These learning
outcomes are formulated following the 3 domains of learning: Cognitive, Affective
and Psychomotor domains.
 Lesson Plan/ Learning Plan is the blue print of the daily activities in the teaching-
learning process. It guides the teacher on the instructional activities he/she will
implement in class. This is an important component in the instructional process.
This will make teachers become systematic and organized and on track/ on task
while teaching.
 The Parts of the Daily Lesson Plan (DLP DepEd 42 s.2016) are as follows:
Objectives, Content, Learning Resources, Procedures ( Before the lesson –
Opening of the lesson, The lesson Proper- Middle or Main part of the lesson, and
After the Lesson – Closing or end of the lesson), Assignment (Optional), Remarks
and Reflection.
 The Daily Lesson Log is a template teachers use to log parts of their daily lesson.
Teachers who have been in the service for at least 1 year , handling learning areas
with available LMS and TGs provided by the DepEd shall not be required to write
the DLP, instead they shall be required to fill-out a weekly Daily Lesson Log (DLL).

POST-TEST:

Multiple Choice: Read the following questions and write the letter of your answer:

1. Which is a blueprint of the daily instructional activities of the teacher?

A. Learning Plan B. Learning Content
C. learning Procedure D. Learning resources
2. Which refers to the materials used to enrich classroom instruction?
A. Learning Plan B. Learning Content
C. learning Procedure D. Learning Resources
3. Which can be given as an optional activity to reinforce students’ learning?
A. art work B. activities C. assignment D. assessment
4. Why is Learning Plan important?
A. It keeps the teacher on cue.
B. It is a requirement of the profession.
C. It enables the teacher to do what is next.
D. It guides the teacher in his/her daily activities.
5. Which plan is used by teachers who are new in the service or those who have less than
a year of teaching experience?
A. Daily Lesson Log C. Detailed lesson Plan
B. Daily Lesson Plan D. Daily Learning Activities
6. Which assessment task is aligned to this competency: “Identify a classroom routine”?
A. Give the importance of a classroom routine.
B. Give an example of a classroom routine.
C. Give the meaning of classroom routine.
D. Give the disadvantage of classroom routine.
7. It is a learning domain that includes physical movement, coordination, and use of the
motor-skill areas.
A. Cognitive B. Affective C. Psychomotor

Educ 11- Teaching Intersnhip 26

 8. What leaning domain is targeted by this ILO: Execute dance steps of Carinosa.
A. Cognitive B. Affective C. Psychomotor
9. It is the WHAT of teaching.
A. Subject Area B. Content C. Objectives D. Activities
10. “Can everyone understand it?” --- This question falls under what SMART principle?
A. Specific B. Measurable C. Achievable D. Realistic

REFERENCES

Borabo, M. (2018). Teaching Internship. (OBE-PPST-Based). Lorimar Publishing, Inc.

Cubao, Quezon City, Philippines.

Clark, D (2015). Bloom’s taxonomy of Learning Domains. Retrieved from

http://www.nwlink.com/~donclark/hrd/bloom.html

MIDTERM EXAMINATION

Educ 11- Teaching Intersnhip 27

TITLE 4. CLASSROOM OBSERVATIONS AND
DEMONSTRATIONS

TOPIC 4.1: Conducting Classroom Observation

TIME FRAME: 5 hrs.

INTRODUCTION:

Classroom observation is an important activity that a student-teacher whould undergo. It is

through this activity that the teacher-to-be could observe the tasks and activities that every teacher
would perform and conduct inside the classroom. Here, the student-teacher perceives what it is to
be before a group of learners, scrutinizes all actions and takes note of the proceedings of the
entire class.

In the conduct of classroom observation, the student-teacher brings with him/her writing
materials to take note of every detail during class. The foci are the teacher and the learners. All
aspects of teaching-learning, including classroom management, content/subject matter, teaching-
learning strategies and many others are noted from the beginning of the class until it ends.

Since the student-teacher is observing the class, he/she is expected to make a journal or
report regarding his/her observations. The final part of the report would be the writing of reflections
and/or insights about the whole experience.

INTENDED LEARNING OUTCOMES: In the course of the lesson, the students are
expected to:

1. Observe classes conducted by the cooperating teachers in the school/class where the
intern is assigned;
2. Make entries on the instrument used for observing classes; and
3. Make a journal/narrative report on online classroom observation.

PRE-TEST: Answer the following questions: (5pts each)

How relevant is classroom observation to you as a practice teacher?

What do you expect your cooperating teacher would allow you to realize?

LEARNING ACTIVITIES:

Classroom observation is an act of watching a teacher's performance in the classroom or

any learning environment. Practice teachers are made to observe classes in the real

Educ 11- Teaching Intersnhip 28

 classroom setting to acquaint them with the teaching-learning activities that teachers and
learners do in the class.

Activity 1: Student-teachers will observe classes assigned to them.

In an online (or face-to-face) class, the following are the things that student-teachers
should consider when observing classes:

1. Note-Taking

Taking down notes is a method of documenting and detailing essential information for
future use. In a systemized way, note-taking while observing helps structure information
and make it easy to recall the information later. In the context of classroom observation,
observers prepare items as bases for the observation.

In the context of classroom observation, this refers to noting down important

observations in online classroom. Googlemeet will be the platform. (The student-teacher
will bring a notebook and ballpen/pencil to take note of the details during class.) For face-
to-face mode, note taking is equally important so that student-teachers will have
something to refer to as basis for reporting, journalling and/or portfolio completion.

The Note Log below would be used by the student-teacher for taking down important
notes while observing classes in the basic education department. Aspects to be noted
down are spelled-out in the areas mentioned as follows:

NOTE LOG

Note Log would be used in taking down the details of the classes being observed.
Please use the template below as you observe the 1st two (2) subjects of the cooperating
teacher or the class to which you are assigned.

Activity 2: Fill in the table below with the necessary information.

ASPECTS
to be OBSERVATIONS COMMENTS(±) SUGGESTIONS REMARKS
OBSERVED

Use of Lesson
Log/Lesson
Plan

Educ 11- Teaching Intersnhip 29

 Classroom
Discipline
Classroom
Routine
Time
Management
Strategies/
Activities/
Methodologies
Questioning
Techniques
Assessment
Technique
Utilization of
IMs
Utilization of
Technology

Lesson Log/Lesson Plan. One of the things that a student-teacher would take note during
classroom observation is whether the cooperating teacher is using a
lesson log/plan as aid to teaching. The student-teacher may ask the
cooperating teacher for a copy of the Lesson Log/Plan as reference
in the process of doing observation. Parts of the lesson log/plan may
be scrutinized, delving into the details of each part and finding out if
the log/plan is really followed or implemented in class, or if some
parts are modified as per actual classroom teaching.

2. Writing Journal

Educ 11- Teaching Intersnhip 30

 Journal Writing is a method of documenting personal insights or reflections and queries
on assigned subject matters or tasks. In class, journalling may include putting down one’s
thoughts and feelings regarding classroom experiences, reading tasks, seatworks,
current events, classroom experiments, etc. Journal entries may be organized using any
of the techniques in organizing information.

The best part of a journal is the reflection part. It is in this aspect that a student-teacher
expresses his/her thoughts and learnings regarding the classroom experiences. This
journal may be done daily or weekly, depending upon the bulk of events or
activities/experiences, as well as timing.

3. Picture-Taking

Photography is an important tool for preserving memories and telling stories. Images
let individuals relate to one another and also shed light on past events. Taking up pictures
is great because it allows a person to document the experiences.

Along the way, during class observation, the student-teacher may take pictures of the
activities conducted in the class. Its purpose is to come up with proofs on classroom
engagements. Such pictures maybe used to showcase the activities or may be utilized
for purposes of verifications. A typical camera may be used to do this task. Cellular
phones, which are common to young generations, may also be used to capture significant
and light moments in classes.

Pictures are also used as Mode of Verification (MOV). For student-teachers, this visual
materials can be saved and used as part of the documentation activities which are
needed in organizing the Practice-Teaching Portfolio.

4. Physical Observation

While student-teachers conduct classroom observations in the classes of the cooperating

teachers, they take note as well the physical set-up of the classroom, the phycial attributes
of the teacher and learners, and the over-all school area.

The following items, may also be included in physical observations:

Educ 11- Teaching Intersnhip 31

 4.1 Teacher Physical Qualities

While observing classes, student-teachers include

in their observations not just the content of the
lesson nor the strategies used by teachers in their
classes, but as well as the physical attributes of
the teacher before the class. It has been said that
the teacher is the best visual aid in the classroom.
In one way or another, how a teacher projects
herself/himself before the class affects the totality
of the whole teaching-learning experience of the
learners.

Specifically, the way teachers carry themselves, including their outfit, would somehow
influence learners’ participation and performances in the class. Learners like it if their
teacher is well-dressed and whose physical look is literally simple yet captivating.
Teachers who are physically clean are worth emulating.

4.2 Learners’ Physical Qualities

Learners’ physical well-being is also a subject of interest for student-teachers. Part

of the observation is to determine if learners are ready physically as they go to
school. Questions related to this include:

1. Do the learners go to school physically clean?

2. Have they taken their baths?
3. Do they wear clean clothes/uniform and shoes?
4. Are they well-groomed?

Educ 11- Teaching Intersnhip 32

 4.3 Classroom Set-up/Structure

School classroom should have proper ventilation

and lighting and enough space for pupils. The desk
and other furniture are sized to the age of the pupils.
In case of shared desk, each pupil has enough
space to do seatwork. Classroom layout and furniture
allow pupils to interact and do group work.

4.4 Classroom/School Surroundings

Classroom surroundings include the vicinity of the school and the classroom. The
space outside of the classroom should be conducive to learners as they move out
and play outside.

Activity 3: Narrative Reporting/ Journal Writing

Write a narrative report/journal regarding your classroom observation. Include in the

journal the evidences on classroom observation. A dyadic activity with the cooperating
teacher maybe requested to shed light on what and how the journal/narrative report
would be made.

SELF-EVALUATION: Ask yourself of the following:

1. Were the observations I conducted relevant to my future teaching

profession? Why?
2. Am I ready to take the role of the cooperating teacher whom I observed?
Why? /Why not?

Educ 11- Teaching Intersnhip 33

REVIEW OF CONCEPTS:

 Classroom observation is an act of watching a teacher's performance in the

classroom or any learning environment. Practice teachers are made to observe
classes in the real classroom setting to acquaint them with the teaching-learning
activities that teachers and learners do in the class.

 Taking down notes is a method of documenting and detailing essential information

for future use. In a systemized way, note-taking while observing helps structure
information and make it easy to recall the information later. In the context of
classroom observation, observers prepare items as bases for the observation.

 Journal Writing is a method of documenting personal insights or reflections and

queries on assigned subject matters or tasks. In class, journalling may include putting
down one’s thoughts and feelings regarding classroom experiences, reading tasks,
seatworks, current events, classroom experiments, etc. Journal entries may be
organized using any of the techniques in organizing information.

 Photography is an important tool for preserving memories and telling stories. Images
let individuals relate to one another and also shed light on past events. Taking up
pictures is great because it allows a person to document the experiences.

 While student-teachers conduct classroom observations in the classes of the

cooperating teachers, they take note as well the physical set-up of the classroom, the
phycial attributes of the teacher and learners, and the over-all school area.

POST-TEST: Answer the following:

In a one-paragraph essay, say something about your experiences in the classroom

as you observed classes. (10 pts)

REFERENCES:

Borabo, M. (2018). Teaching Internship. (OBE-PPST-Based). Lorimar Publishing, Inc.

Cubao, Quezon City, Philippines.

Educ 11- Teaching Intersnhip 34

TOPIC 4.2: Conducting Classroom Demonstration
TIME FRAME: 30 hrs.

INTRODUCTION:

Part of theTeaching Internship is classroom demonstration. It is in this activity

that a student-teacher is given chances to teach in the class assigned to him/her. At
the onset, he/she is made to write a lesson plan as springboard/basis for classroom
teaching. Following Topic 3, the student-teacher craft his/her own lesson plan/log for
classroom demonstration, with the assistance of the cooperating teacher.

It follows too that because the student-teacher is given a chance to teach,

he/she should as well prepare the instructional materials needed in classroom
demonstration, as per specified in the lesson plan/log. All necessary components in
teaching are to be prepared prior to the conduct of teaching. Supplementary
materials have to be put in place to get ready for the classroom job. Needless to say
that the teaching interns study the content and strategies so as to facilitate well the
class.

Whether the demonstration is done online or face-to-face, the student teacher,

after the demonstration, is required to submit himself/herself to post conference with
the cooperating teacher for purposes of feedbacking.

INTENDED LEARNING OUTCOMES: In the course of the lesson, the students are expected
to:

1. write a lesson plan for classroom demonstration;

2. prepare IMs for the demo;

Educ 11- Teaching Intersnhip 35

 3. demonstrate the lesson prepared for the face-to-face class; and
4. submit himself/herself for demo post-conference with the cooperating teacher.

PRE-TEST: Answer the following:

Refute on the following: A lesson plan/log is not necessary so long as the teacher is
an expert. (15 pts)

LEARNING ACTIVITIES:

In the context of Practice Teaching, classroom demonstration deals with the actual teaching
before a group of learners in class. It is experiencing the tasks and responsibilities of a
classroom teacher while conducting classes. It is real teaching before a group of students.
The following points are important reminders before the conduct of Classroom
Demonstration:

Demonstration Guidelines:

1. Before classroom demonstration is done, a student-teacher is required to coordinate with

the cooperating teacher for a particular topic to be demonstrated before the class.
Usually, the topics are taken from the subject matter or competencies stipulated in the
school curriculum, specifically scheduled at a particular time during the quarter. The topic
to be demonstrated is based on the area of specialization of the student-teacher and is
subject for scrutiny by the cooperating teacher once the Lesson Plan is made.

2. As soon as the topic is identified, the student-teacher crafts a lesson log/plan following
the template required by the Department of Education. Topic 3- Lesson Planning has to
be reviewed for this purpose. All parts of the lesson plan have to be laid down completely.
The lesson plan/log is checked by the cooperating teacher to determine the readiness of
the student-teacher in his/her demonstration.

3. Along side with the crafting of the lesson plan is the preparation of the Instructional
Materials that would be used to aid instruction. Such choice of the IMs is based on the
topics and strategies specified. The IMs are prepared in advance and should be tested
prior to their utilization.

4. The student-teacher should have full knowledge about the subject matter that he/she will
teach. Content knowledge is as important as the skills and attitudes that go with it. The
flesh of teaching is the Subject Matter; thus, it is imperical that teachers should study in
advance about it.

5. Assessment strategy is a relevant component of classroom teaching. The choice of

assessment strategies is also based on the topic or subject matter. The intended learning

Educ 11- Teaching Intersnhip 36

 outcomes should be the focal points for identifying the testing strategies that the student-
teacher would use in order to assess instruction and learning.

6. The cooperating teacher observes the student-teacher in the conduct of classroom

demonstration. It is at the same time an activity that assessess the performance of the
student-teacher in the classroom. An instrument is to be used by the cooperating teacher
in this activity.

7. A feedbacking activity is done after classroom demonstration. The cooperating teacher

and the student-teacher conduct a post-conference to talk about matters relative to the
classroom demonstration. All angles in the teaching-learning engagement are tackled.
Its purpose is to ensure continual improvement on the part of the student-teacher.

SELF-EVALUATION:

Ask yourself: How ready are you for classroom demonstration? What preparations
are needed to be able to carry out this task?

REVIEW OF CONCEPTS:

 Part of teaching internship is classroom demonstration. In this activity, a

student-teacher is given chances to teach in the class assigned to him/her. At
the onset, he/she is made to write a lesson plan as basis for classroom
teaching.
 Following Topic 3, the student-teacher crafts his/her own material for
classroom demonstration, with the aid of the cooperating teacher.

POST-TEST: Discuss comprehensively the following questions:

 As a practice teacher, what are the things that you need to get ready with before your
classroom demonstration?

REFERENCES:

Bingco, J (2019). Teaching Demo. Retrieved from

https://www.youtube.com/watch?v=LME2fccv3FQ

Borabo, M. (2018). Teaching Internship. (OBE-PPST-Based). Lorimar Publishing, Inc.

Cubao, Quezon City, Philippines.

Educ 11- Teaching Intersnhip 37

TITLE 5. PREPARATION AND SUBMISSION OF STUDENT-
TEACHING REQUIREMENTS

TOPIC 5.1: Preparation of Student-Teaching Portfolio

5.2 Portfolio/Journal Submission

TIME FRAME: 20 hrs.

INTRODUCTION:
Part of the requirements in the course Educ 11- Teaching Internship is the
submission of Student-Teaching Portfolio. A learning portfolio is a compilation of all activities
including reflections and insights regarding the conduct of practice teaching. Here, the
student-teacher keeps and collects materials as proofs of the conduct of the activities as well
as relevant readings, insights and reflection regarding the experience.

A typical Student-Teaching Portfolio contains parts relevant to the teaching

profession in general, and specific teaching concepts in particular. Most important are as
follows: personal teaching philosophy, daily narrative report, lesson plans/logs, deped forms,
performance rating, and documentations. Industry and diligence are a requirement in the
crafting of this material, since it requires creativity, time and efforts to be able to complete all
the parts. Needless to say that art concepts are applied in the making of this material since
daily journal and documentations are parcels of it.

Student-Teaching Portfolio is one of the bases for coming up with a student-teacher’s

grade in Educ 11 course. It is regarded as a course requirement undert the Performance
task criterion. Thus, it has to be submitted to the Practice Teaching professor for whatever
purposes it may serve.

INTENDED LEARNING OUTCOMES: In the course of the lessson, student-teachers are

expected to:
1. prepare/ accomplish all parts of the student-teaching portfolio;
2. apply art concepts in the making of student-teaching portfolio; and
3. finalyze the parts of the Student-teaching portfolio.

PRE-TEST: Answer the following:

1. How relevant is a learning portfolio?

2. For what reason/s you need to consider art in the making of this material?
3. Why do you need to submit your student-teaching portfolio to your PT professor?

Educ 11- Teaching Intersnhip 38

LEARNING ACTIVITIES:
Activity #1: Research on the meaning and importance of Learning Portfolio.

Generally, a learner’s portfolio is a systematic collection of student work that

represents student activities, accomplishments, and achievements over a specific period of
time in one or more areas of the curriculum. (https://manoa.hawaii.edu/assessment/resources/using-
portfolios-in-program-assessment) Specifically, a student-teaching portfolio is a compilation of all
activities and experiences of a teacher-intern while he/she is assigned to teach off-campus.

Contexttually, student-teachers or teacher-interns are assigned to public schools,

particularly in DepEd schools, in order to gain experiences by means of observations and
teaching demonstrations. It is designed in such a way as to expose teachers-to-be to the real
world of work. In the process, student-teachers are required to document everything while
in exposure, and design consequently a portfolio where all the experiences/activities are kept
and/or recorded.

5.1 Preparation of Student-Teaching Portfolio

Student-teachers are required to prepare the student-teaching protfolio from the

beginning until the end of the Practice Teaching episodes. The following items are deemed
necessary parts of the student-teaching portfolio:

1. Student-Teachers’ Prayer. This is a prayer specially written by a student-

teacher. It is through this prayer that he/she calls upon the Lord, thanking Him for
all that have been. In this prayer, the teaching-intern asks for God’s guidance and
protection, imploring and besseching Him for successes in all endeavors. It is also
through this prayer that the student-teacher acknowledges and praises God for
perseverance and endurance in schooling and for parents/guardians and
supporters- for all the graces and blessings received.

Educ 11- Teaching Intersnhip 39

 2. Personal Teaching Philosophy. A statement of teaching philosophy, or teaching
statement, is a summation of one’s teaching strategies, beliefs, and practices, along
with concrete examples of the ways those beliefs materialize in the learning
environment, curriculum development, and more.
(https://www.cipcourses.com/blog/developing-a-personal-teaching-philosophy-statement/#:~:
text=What%20is)

3. Dedication and Acknowledgment. This part of the portfolio acknowledges the

accomplishment and success of the teaching-intern. It is the expression of gratitude
highlighting the contribution of special people who are instrumental to his/her attainment
and success specially while undergoing the practice teaching jobs.

4. Overview of the Cooperating School. The portfolio would also include the chronicling
of the school to where the teaching -intern is assigned. Detailed descriptions of the

Educ 11- Teaching Intersnhip 40

 school including its history would be asked by the teacher-interns from the school
heads/principal/cooperating teacher in order to come up with a descriptive-narrative
accounts of the cooperating school. Pictures/photos of the school, to include its
buildings, classrooms, facilities, school’s vision, mission and qualitiy objectives, and
other components of the physical surroundings would be taken as proofs that the
teacher-intern was assigned in that school.

5. Daily Narrative Report. From day 1 until the end of the Practice Teaching episodes,
the teacher-intern would write down his/her experiences and learnings/reflections
everyday, otherwise described as daily journal entry. In here, the teacher-intern
expresses out his/her mind and heart regarding the experiences. Included as well is
his/her specific learnings/reflections on such happenings.

6. Lesson Plans. Lessons Plans/Logs made by the teacher-intern and checked by the
cooperating teacher/principal/head teacher would be included in the Practice Teaching
Portfolio. These Lesson Plans/Logs are the ones used during regular demonstration-
teaching or during specialized teaching demonstration and/or grand teaching
demontration.

Educ 11- Teaching Intersnhip 41

 7. Class Records/ DepEd Forms. These materials are important
forms/documents/records which are part and parcel of the reports that are
accomplished by DepEd teachers. Teacher-interns are trained as regards filling-out of
these forms/records to familiarize them with the requirements that teachers will have to
accomplish and submit to the school heads.

8. Pre-service Performance Ratings. These are performance rating sheets

accomplished by the cooperating teacher/head teacher/principal after observing the
teacher-intern in his/her classes or teaching demonstration. The performance rating is
part of the average rating of the teacher-intern in the Educ 11 course.

9. Daily Time Record. This record is used to examine and organize time information,
specifically in monitoring the attendance of teachers in school, allowing its
administrators to effectively manage their teachers by providing adequate attendance
data. DTR is a Practice Teaching requirement as it is a means to calculate the number
of hours incurred during the conduct of Practice Teaching. A specified number of hours
is required for a teaching-intern to pass the Educ 11 course.

Educ 11- Teaching Intersnhip 42

 10. Deployment Activities. These are activities conducted during the time the teacher-
intern is exposed to cooperating schools. All activities attended to and participated in by
the student-intern are noted/recorded. Photos/pictures are kept for references purposes
and are utilized as mode of verification (MOV) in reports. Deployment activities include
those routinary/annual celebrations/activities in school, such as English/Math/Science
week, Buwan Ng Wika, National Heroes Day, PTA meetings, Intramural Week,
Christmas Party, Valentine’s Day, Journalism Activities, Boy/Girl Scouting, Quiz bees,
palarong Pambansa, etc.

11. Enhancement Seminars. Seminars related to the teaching profession and in line with
the areas of specialization are included in the Practice Teaching Portfolio. These are
conferences/seminars/trainings that are usually conducted before, during and after
deployment. Certificates are the MOVs for these activities.

12. Documentation with Captions. Photo/picture pages are also alloted in the PT
Portfolio. The visual materials contain the description/s of the event/s and may be
considered mementos on Practice Teaching. Photo collages/compilations are examples

Educ 11- Teaching Intersnhip 43

 of this. Other materials include long and short letters/notes of cooperating teachers and
students, fellow teacher-interns, schoolmates, friends and loved ones, among others.
Also included are visual art materials specially crafted and sent by very important
personalities (VIPs) to the teacher-intern. These things speak of people’s appreciation,
encouragement and support to the teacher-intern as he/she culminates his/her Practice
Teaching journey.

13. Vision/Mission and Quality Policy of SSCT. This is the final part of the Practice
Teaching Portfolio showcasing the Vision, Mission and Quality Policy of Surigao State
College of Technology (SSCT).

SSCT Vision: An innovative and technologically-advanced State College in Caraga.

SSCT Mission: To provide relevant high quality and sustainable instruction, research,
production and extension programs and services within a culture of
credible and responsive institutional governance.
SSCT Quality Policy: Surigao State College of Technology provides quality
instructions, research, extension programs and production services to
satisfy its customers by responding to their needs and expectations
and continually improving its wuality management system.

5.2 Submission of Practice Teaching Portfolio

Student-Teaching Portfolio is one of the bases for coming up with a student-teacher’s

grade in Educ 11 course. It is regarded as a course requirement undert the Performance
task criterion. Thus, it has to be submitted to the Practice Teaching professor for whatever
purposes it may serve.
Teacher-interns are given rubrics for the portfolio. It is necessary that they know how
the material is assessed by their professors, considering that it is part of the Performance
Tasks. They should follow the time schedule in the submission like any other requirements
in the course.

Educ 11- Teaching Intersnhip 44

SELF-EVALUATION:

Answer these questions: In the context of portfolio-making, what should teacher-

interns do at the beginning of Practice Teaching episode?
How important are the art materials in portfolio-making?

REVIEW OF CONCEPTS:

 Part of theTeaching Internship is the preparation of Practice Teaching

Portfolio. It is in this activity wherein a student-teacher is given a chance to
organize all the things, lessons, materials and activities that he/she has
experienced and undergone from the start until the end of the Practice
Teachign episodes.
 All parts of the Practice Teaching Portfolio are to be prepared before it is
submitted to the PT professors for checking.

POST-TEST: Discuss comprehensively the following questions:

 As a practice teacher, what are the things that you need to get ready with before
preparing and submitting your Student-Teaching Portfolio?

REFERENCES:

Bingco, J (2019). Teaching Demo. Retrieved from

https://www.youtube.com/watch?v=LME2fccv3FQ

Borabo, M. (2018). Teaching Internship. (OBE-PPST-Based). Lorimar Publishing, Inc.

Cubao, Quezon City, Philippines.

Using Portfolio in Program Assessment. Retrieved from

(https://manoa.hawaii.edu/assessment/resources/using- portfolios-in-program-assessment)

Caduceus International Publishing.(2021). Developing a Personal Teaching Philosophy

Statement. Retrieved from
(https://www.cipcourses.com/blog/developing-a-personal-teaching-philosophy-statement/#:~:
text=What%20is)

FINAL EXAMINATION

Educ 11- Teaching Intersnhip 45